Dissertationen zum Thema „Histoire – Étude et enseignement – République centrafricaine“
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Sokola, Bruno. „Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine“. Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Der volle Inhalt der QuelleOur work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
N'zapali-Te-Komongo, Gervais. „Dynamique des langues et politique linguistique en République Centrafricaine : vers une intégration du plurilinguisme dans le système éducatif centrafricain“. Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3069.
Der volle Inhalt der QuelleThis thesis, which is within the framework of sociolinguistics/didactics and which deals with language vitality through the linguistic representations of students and teachers, tries to cope with the issue of educational language policy, in general, and the appropriation of French, a language jeopardized over the last two decades, in particular. In terms of linguistics policy, studies were carried out on languages and language for setting up different structures to promote a smooth and efficient bilingualism between French and Sango. In terms of educational policy, this study has the merit of laying the foundation of the principles of conceptualized language teaching through guidelines that can be used in rebuilding the Central African school, the training of French teachers, the pluralistic approach to languages and cultures, the diversification of educational materials and the assessment of learning. Beyond these contributions that will help in reviewing French curricula, the thesis opens avenues for research on the evaluation of educational institutions, the drafting of teaching curricula and the setup of a legal framework for the appropriation of languages, including French, a teaching matter and medium
Brémond, Kévin. „Une histoire politique des facultés de droit : l'image des facultés de droit dans la presse quotidienne d'information nationale sous la Troisième République (1870-1940)“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0324.
Der volle Inhalt der QuelleThe Third Republic marks a turning point in the reorganization of law schools in France. The institutional field is revealing of the upheavals in legal education under the new regime, when it was previously imprisoned in the Napoleonic cadres of the early nineteenth century. This is how we are witnessing the creation, admittedly contained, but significant and unprecedented, of new public legal education establishments, such as in Bordeaux and Lyon. In addition, this province, acclimatized to the shadow of its big Parisian sister, then began to venture into full light, thus spurring a clear change in the university landscape. But more significant still is a cascade of reforms which relate to the degrees - license and doctorate - or the transformation of the programs, as evidenced by the irruption in the faculties of public law as well as political economy, and the many hesitations compared to young sociology. Law schools also face the challenge of ending the public monopoly on legal education with the creation of free schools. This breach, wanted by Catholics but also by Protestants in search of a seat in an increasingly anticlerical society, shattered the monolith where the state retained a quasi-monopoly to teach its law. These institutional changes are also continuing in the social field, with the densification of University players, both from the point of view of teaching staff and that of student numbers. Even if the latter is in no way comparable to the massification of after May 1968, it still marks an important development whose achievements go beyond the simple increase in staff and its logistical consequences. It is the very face of the University that takes its mark, and this is particularly true in law faculties, which are very affected by the phenomenon. Thus, education is forced to remedy the growing lack of personnel and institutions to face students who are increasingly turbulent and quick to make demands, as evidenced for example by the Lyon-Caen, Scelle or Jèze cases, which fuel political tensions within the Faculty of Law of Paris, but also those of the provinces. Finally, it is in the field of university culture that significant changes are being felt. While the academic failure is pointed out after the defeat of Sedan, which in the Interwar period, the Bordeaux professor Julien Bonnecase underlines in What is a Faculty of Law? (1929), that these are often accused of being "between heaven and earth" 1, the time has also come for reflection on legal education. The burdens of "old-style" teaching are thus increasingly contested, plunging the legal faculty into a deep crisis which will not have been resolved at the dawn of the Second World War. The institutional history of law schools, a subject that has been explored for many years, can give the image of a certain liveliness since it largely uses sources internal to the institutions. Other works, notably those of Marc Milet, take the party to study the excesses of the institution towards the outside world, in this case the investment of professors in politics
Cantisano, Maria. „Proposition d'un curriculum pour l'apprentissage du Français Langue Étrangère à partir d'une expérience avec les enfants de 4 à 7 ans à l'Alliance Française de Saint-Domingue“. Paris 10, 2004. http://www.theses.fr/2004PA100064.
Der volle Inhalt der QuelleDoubragne, Issa. „Le Logone Oriental entre pétrole et réfugiés : étude des impacts socio-économiques“. Paris 1, 2013. http://www.theses.fr/2013PA010508.
Der volle Inhalt der QuelleRanaivo, Rabetokotany Nelly C. „Contribution à l'étude de l'enseignement du passé national dans les écoles de la république : l'exemple malgache de 1960 à nos jours, historiographie, histoire nationale, histoire scolaire“. Paris, EHESS, 2009. http://www.theses.fr/2009EHES0156.
Der volle Inhalt der QuelleThe 19th and 20th Malagasy centuries are an historical matter since the institutionalization of school in 1820 and the translation of the Bible in the Malagasy language in 1835. From that period, written documents have been the best way to relate political and social events. This dissertation focuses on the transmission of the written Malagasy national history in state schools from 1960 to nowadays. The historical reasoning is based on anthropology, social history and political science theories. It assesses the evolution of the Malagasy contemporary historiography along with the academic history since 1958, date of birth of the Malagasy Republic. The process and the events that led to the creation of the Malagasy nation-state are heavily influenced by the French colonial heritage. When analyzed through the concept of officially allowed history/oppositional history, it can be concluded that aIl these elements belong to the national history. This thesis examines also these relations through two independent but complementary themes namely the scholar works on Malaga history, on one hand, and the teaching of national history in primary, middle and high state schools, on the other hand. No interpretation drawn upon the representations of these interactions. However the study tries to define the conditions in which this national history being publicly used. An annotated compilation of official Malagasy academic programs in history, geography and civics as weIl as a corpus composed of forty nine handbooks published between 1932 and 2007 help build the archives of the Malagasy present history
Alten, Michèle. „La musique et le chant dans les écoles primaires de la République (1882-1939)“. Paris 1, 1993. http://www.theses.fr/1993PA010713.
Der volle Inhalt der QuelleIn 1882 the minister of education brought in a new compulsory item in the programs of primary schools : music and singing. The demand of the ambition, the lack of clarity of the aims sought and of the methods as well as the low level of qualification of the teachers in this very field made the application of the official instructions rahter uncertain. Before 1914, the civil engagement of the teachers led them to have of the republic celebrated by patriotic song. But the French territory is divised into two regions : south of line going from Saint-Malo to Geneva, musical activities are rare in the classrooms of a rather illiterate population. Between 1920 and 1939, a new musical culture expands in schools. It concerns mainly the organisation of amateur theatricals played, mimed and sung by the pupils. It expresses in its own way the signifiance assumed by the popular artistic spare time activities in France. However this practice does not bring any solution to the place occupied by music in schools. Because it does not take the means for assuming the basis for a teaching of arts, the school puts aside the sensitive aspect of education
Dancel, Brigitte. „L'histoire de l'enseignement de l'histoire à l'école publique de la IIIe République : le ministre, le maître et l'élève dans les écoles primaires élémentaires de la Somme,1880-1926“. Paris 5, 1994. http://www.theses.fr/1994PA05H038.
Der volle Inhalt der QuelleThis research aims at giving an historical account of a content matter beyond the prescriptive discourse of ministers of education, educationists and the inspectorate. Primary teachers' professional freedom in the definition of their individual practice is viewed throughout history, threading its way between distant governmental guidelines, closer advice from inspectors and the reality of the classroom. Observation is finally focused on the pupils whose acquisitions and skills are made obvious through the analysis of their output. Within the body of 4058 "certificat d'etudes" * exam papers of the 1918-1926 period in the Somme region, a sample of 951 answers is processed in the research (concerned with the French revolution, republican institutions and W. W. I). This long track, followed by all the governmental prescriptions, implies discrepancies between their stated aims and the historical academic culture actually acquired by the successful primary pupils during the 3rd French republic which eventually fulfills the school system and society at large. * French primary school final test until the early 1970's
Han, Isabelle. „L' enseignement des langues étrangères en classe de collège en République Populaire de Chine : du "maître" au "maître - d'oeuvre" : regards et réalités d'enseignants à Chengdu“. Paris, INALCO, 2008. http://www.theses.fr/2008INAL0013.
Der volle Inhalt der QuelleDespite a long tradition in education, the People's Republic of China has only recently shown interest in developing its citizens' abilities. In this perspective, it has long been accepted that school had to play the major role. To that effect, a New Curriculum was published in 2001. In a country like China, where book learning and competitive exams have been the tradition for centuries, the new curricular demands aiming at improving the learner's communicative abilities can be a real problem. In secondary schools, it means a new kind of teacher who becomes both a guide and a conductor, working at developing the learn's oral abilities. In this study, we shall deal first with the social and historical context leading to the New Curriculum, and then present a detailed analysis of its implementation through the views of 24 Chinese English teachers in secondary schools in Chengdu, trying to understand how they feel about it and how they deal with it on a daily basis. What they actually say and do will lead us to the conclusion that the typical Chinese English teacher is in favorable to the reform and tries his best to make it work in the classroom. The study of the interactions between teacher is in favorable to the reform and tries in best to make it work in the classroom. The study of the interactions between teacher and learner in the English class shows that some outstanding changes are taking place, despite the perpetuation of some traditional methods. As a conclusion, we will question the relevance of the New Curriculum and wonder if eclectic teaching methods would not be more adapted to the Chinese environment
Yi, Saangkyun. „Une discipline entre nation et empires : histoire de la géographie scolaire en Corée, 1876-2012“. Caen, 2012. http://www.theses.fr/2012CAEN1673.
Der volle Inhalt der QuelleIn the last third of the nineteenth century, Korea entered a globalization sequence in which elementary school through geography enhance different expressions of national ‘greatness. ’ Educational geography is impacted by a series of ruptures occurring in Korea. The historical periodization of Korea defines four periods. Regarding the country, they correspond to situations which range from political independence to occupation. That analysis helps to understand why geographical education is not currently, for a majority of decision makers in South Korea, an appropriate response to the understanding of regional and global geopolitics by South Korean citizens. Between, on the one hand, the South Korean nation whose geography education is a way of expressing collective identity in its spatial dimension, and, on the other hand, empires that put their mark on national territory and simultaneously on educational geography, empire is in tension in its content and in its organization. The current crisis of geography is presented as an opportunity to seize. Educational geography has gained conceptual coherence as a result of scientific developments, and the liberalization of the production of textbooks is likely to raise the geographical education level in a context where the didactic training of teachers is very low. In conclusion, a program to overcome the crisis is required
Aït-Mehdi, Halima. „Les obstacles à l'intégration sociale et scolaire dans la France coloniale et post-coloniale : enseignement de l'histoire et représentations de lycéens liés ou non aux immigrations (IIIème-Vème République)“. Amiens, 2014. http://www.theses.fr/2014AMIE0005.
Der volle Inhalt der QuelleMüller-Zetzsche, Marie. „DDR-Geschichte im Klassenzimmer : Deutung und Wissensvermittlung in Deutschland und Frankreich nach 1990“. Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0237.
Der volle Inhalt der QuelleThe former German Democratic Republic (GDR) is a subject of history lessons in boarding schools both in Germany and in France. As the remembrance of the GDR is a highly debated topic, history lessons on the socialist state reflect conflicts of interpretation that circulate between the spheres of academic and public discourse and political education. The study looks on interpretations of the GDR developed in history lessons and the influence of the various plots of the state’s history in mass media, academic discourse and history politics on the lessons.The teaching of GDR history is influenced by five spheres: policy, academic history, public discourse, the textbook market and the family’s communicative memory. The actors who mediate between academia, public discourse and history/educational policy show the biggest influence on contents and forms of teaching: they are curators in museums, members of curricular committees or teachers at schools. How pupils appropriate GDR history is more influenced by family, the educational market with its textbooks and by public discourse, less by academia and policy.The study showed that the agency of teachers as filters of curricular knowledge has more impact than the political control of curricula and textbook suggests. Besides their duty as knowledge filters teacher have to moderate between different sources of knowledge which become visible during the lessons.In the field of transmission of knowledge at school, the same conflicts appear as in the field of education in memorials and museums. Whereas the memory of dictatorship has become dominant since 1990 and the tandem of repression and rebellion remain the most important aspects of GDR history in curricula and public discourse, the so-called ‘memory of arrangement’ survived as the East German counter-memory. It still appears in the case of a grammar school class in Leipzig in 2014, whose pupils where born in 1997 and 1998.It has become clear that pupils do not relativize the GDR as a dictatorship due to a lack of knowledge on the former state. In fact, most adolescents know more than a questionnaire could show. Their images, stories and interpretations that did not fit into the lessons were activated in the context of focus group discussions. More than that, there is no causality between little knowledge and putting things into perspective. In the Leipzig class, this was more a sign of loyalty towards family members and an emotional connection to the devaluated material and social heritage of GDR culture. In Frankfurt and Paris, where there was more distance, family memory was far less important and the judgement was more self-reflective. Where the teacher proposes mediating concepts of the GDR, as in Frankfurt, the pupils appear to learn the most. In Leipzig, a mediating concept as ‘participatory dictatorship’ or ‘welfare dictatorship’ (Konrad Jarausch) helped to come to terms with contradictory aspects. The content learned is just one element of the successful teaching on GDR history, the other being an irritation of stereotypes: the competence to question one’s own first judgement.The transmission of GDR history in school will, in the long term, remain important, especially if the GDR is integrated in wider contexts such as the twentieth-century history of ideas. As seen in the field research, the more mediating concepts between different sources and interpretations are discussed, the more educational success to be expected, both in learning about the GDR and learning about oneself
Le, Meur Morgane. „Les littératures postcoloniales à l’école de la République : un travail sur le vivre ensemble“. Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20043/document.
Der volle Inhalt der QuelleFirst, the absence of the post-colonial literature in the school curriculum was a personal observation. From this observation, this idea was born according to which the absence of representation of the ethnic and cultural diversity in the literary heritage passed on at the school would lead to an imbalance within the society. Accordingly, in what the study of the postcolonials literatures at school could allow the improvement of the coexistence ? Considering this, the thought that the absence of representation of the ethnic and cultural diversity in the literary heritage taught at school would lead to an imabalance within our society came up. So, how the study of post-colonial literature at school might imrove our way of « living together » ? In an opening approach, we tried to measure the real impact and place of post-colonial literature in the educational sphere. For some various reasons, this study was unsuccessful, so we’ve developped didactiv, societal and literary dimensions. French society experiences an identity crisis. « What does being Frenc mean ? » is a reccuring question. The tragic events which have become more multiplied since 2015 have magnified this issue. Religion and identity matters mix with security. All this comes with a serious trouble to deal calmly with information because of an excessive media coverage and the overexposure of the events in an ever shorter time. School could take up this issue and develop a special work around what we defined as didactic and post-colonial literature
Suh, Eun-Young. „Étude critique du programme et des manuels d'enseignement du français langue étrangère dans le système secondaire coréen“. Paris 3, 2005. http://www.theses.fr/2005PA030024.
Der volle Inhalt der QuelleOur work is an analysis based on the gaps between curriculum, text books and classroom practice for the French foreign language teaching, as they were attested in the korean secondary educational system. In this context, we questioned the practicability of the curriculum as well as the pertinence of the official objectives ― focused on the imperative "to develop a communicative competence" ― in relation to the institutional conditions. Our enterprise, searching for a curricular approach which would better suit our Korean context, was inspired by a reflection on the notion of communication ; in the light of an intercultural point of view looking towards a school education which could acknowledge the value of the educational dimension for the learning of the French culture-language
Richard, Guillaume. „Enseigner le droit public à Paris sous la Troisième République“. Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100156/document.
Der volle Inhalt der QuellePublic law has been instrumental in organizing Law Schools in France since the late 19th century. However, the notion remains problematic: based on the example of the Law School of Paris, the purpose of this study is thus to examine its specific impact on legal teaching. The Parisian School of Law, by far the biggest and closest to political institutions, played a leading role in the reforms which led to a generalization of public law in Law Schools during the Third Republic. Its framework provides a good example of how legal scholars have specialized after the separation, in 1896, of the agrégation recruitment competition into different sections, one of them being for public law and one for private law. Far from being simple, these evolutions remain unstable. Public law scholars both wish to distinguish themselves from the dominating civilists, and to maintain the unity of legal science. Public law itself is not a homogeneous field of knowledge. A collection of disciplines (administrative law, international public law, constitutional law, financial legislation) rather than a coherent science, it is characterized by two trends: the first sees public law as a formalized and autonomous body of knowledge, able to comprehend facts through its distinctive logic; on the contrary, the second trend sees it simply as a part of political and economic sciences. Before the supremacy of the first trend imposed itself – rather late – in the first half of the 20th century, public law was considered a social knowledge, used to explain contemporary political events
You, Hee-Yeun. „Les cultures métalinguistiques dans l’enseignement et l’apprentissage du français et des langues en Corée du Sud“. Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030104.
Der volle Inhalt der QuelleThis study bears on the metalinguistic culture that can be found in the teaching of languages in South Korea, at the level of secondary school, especially concerning French. This research aims at identifying which kind of educational culture is involved in the teaching of foreign languages as dispensed in the official instructions and the teacher’s guides and textbooks on the three languages [Korean, English, French]. In the school context, Korean learners follow the very same course in their study of foreign languages as their teachers previously did [Korean native tongue, English as only possible first foreign language]. We tried to determine whether there is an influence related to the order of this obligatory learning sequence [Korean, English, French], by examining the pedagogical discourses and linguistic descriptions which appear in the textbooks on the three languages, all texts coming from the 7th Reform of the curriculum. More particularly, we think we have shown, on the basis of an analysis of the textbooks and teacher’s guides on French, in which way metalinguistic and educational cultures that can be detected in the teaching of French are influenced by the metalinguistic and educational cultures which were referred to during the learning of Korean and English languages. The Korean authors of textbooks on French call upon concepts coming from the description of Korean or English languages, when there is no available equivalent between the target language and the source language
Abakar, Seye N'Dèye Yacine Mar. „Contribution à la production d’une ingénierie didactique en biologie en Centrafrique : cas de l’enseignement de la génétique au secondaire en tenant compte des contraintes locales“. Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0081.
Der volle Inhalt der QuelleThis thesis focuses on the design and analysis of teaching/learning situations in genetics classes in secondary schools in Centra African Republic. It aims to improve the Central African education system by developing practical activities that take account of local constraints. Analysis of ordinary teaching situations in the third year of secondary school showed that the curricula didnot recommend any investigative approaches. We also found that there was no real teaching environment for studying the duplication of chromosome chromatids that precedes cell division, known as mitosis or conformal reproduction. We therefore proposed a situation incorporating a manipulative activity in genetics using locally manufactured teaching aids adapted to the Central African context. The epuipment consisted of painted wooden bars modelling genes, which the pupils were invited to manipulate, thus creating a learning environment.The research shows that the manipulative activity tested in 2021 in the third year contributed to the pupils’understanding of the concepts of gene and mitosis. Despite significant progress in thte acquisition of knowledge, the implementation of the modified situation also posed difficulties, which are analysed here. The theaching-learning situations were analysed using concepts from the Theory of didactic situations (TSD) (Brousseau,1998) and the Theory of joint action in didactics (TACD) (Sensevy, 2011) wich at the same time have similarities and specifities
Dasi, Pierre. „Penser et représenter la nature à l'école primaire française entre 1870 et le début des années vingt“. Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC031.
Der volle Inhalt der QuelleThinking, representing and studying nature has been a major component of the educational project of Third Republic Schools. To understand the issues surrounding ways of thinking and educating people about nature, it is necessary to keep in mind that geography, science, history, agronomy and literature have brought out a wealth of knowledge and raised as many questions, sometimes with unruly answers. However, the essential thing is not in the search for the contradictions that the discourse has inevitably generated. No, it is to be found in the course that the founders have set: to educate and instruct. In our opinion, one of the levers to achieve this dual objective has been to make education as attractive as possible. As we can imagine, pedagogues were not short of ideas, but the study of nature has more than others served to enchant the republican school. Not always, not everywhere, of course: the success and development of new education cannot be understood if we forget that many schools run by conscientious teachers were reluctant to break with traditional teaching methods and content. This tearing away from tradition is perfectly embodied in the new Education. Carried by the wind of pedagogical renovation, this progressive movement followed in the footsteps of the reformers of the traditional school to make nature the pivot of its teaching... In the midst of the aims of nature education at school, the enchanting dimension of nature was absolutely central. All school literature has participated in this process of manufacturing a nature capable of expressing the greatness of the nation, capable of competing with the theological interpretations of the world and capable of making people forget the misfortunes of time. Hard at work training young volunteer Republicans, the school has also promoted, with nature, active methods. Gardens, walks, trips, lessons, geography of the field draw a modern school, more in tune with the needs of children. It is around this double movement of building representations: the enchantment of the school on the one hand, and an enchanted nature on the other, that we have organized the essential of our reflection. Bearing in mind that there has been a manufacturing process of a nature whose image - and not its materiality - is still reflected in the collective memory
Postolachi, Irina. „Du texte à la scène - Didactique du Français Langue Étrangère par les approches théâtrales en République de Moldavie“. Thesis, Paris 3, 2020. http://www.theses.fr/2020PA030007.
Der volle Inhalt der QuelleOur thesis, based on the Didactics of Languages and Cultures, explores the potential of theater text as a pedagogical tool in classes of French as a Foreign Language (FFL). In an interdisciplinary cross, we started our thesis project : « From the text to the stage - Didactics of French as a Foreign Language through Theatrical Approaches in the Republic of Moldova », based on excerpts from L’Avare by Molière and in a particularly new perspective of the appropriation of foreign culture, as well as the artistic flourishing of the pupil and the future citizen. It is in this dynamic that we set up as a teaching insertion tool a theater workshop, with a group of learners from two 12th forms that study FFL in one of the high schools from the North of Moldova.The purpose of this work was to present, firstly, a review of the current situation of language teaching in the Republic of Moldova in secondary education, more specifically the status of the French language which has the distinction of being in second position (since its significant decline that began in 2010) behind English, the first foreign language taught in major cities. We also wondered about the roles and place of textbooks in the Moldovan class of FFL. Then, we tried to identify the reasons for the difficulties of the oral production of Moldovan learners in two classes of 12th form studying FFL (their communicative competences being located between levels B1 and B2, according to the CEFRL scale of evaluation), research carried out by means of a survey.The second goal of our research is to reflect on the contributions that theatrical practice can bring to the development of oral expression in French as a foreign language, especially in the management of the difficulties related to the linguistic, psychological and relational insecurity of Moldovan learners that find it difficul to act out while speaking French.We studied the possibility of elaborating from a new didactic perspective, the assessment of the performance of learners in the framework of teaching by skills, based on texts chosen from the French comedy of the seventeenth century : though measuring the profitability of this teaching method, the type and quality of the interaction produced, the satisfaction of the learner and the effectiveness of the teaching.Two initial hypotheses guided our research :1. The verbal passivity of Moldovan learners in the FFL classroom is closely related to their feeling of insecurity in the practice of the language ;2. Theater in the FFL classroom encourages students to produce language in a meaningful situation that allows them to appropriate the language. Theatrical practices develop and promote improvisation and the spontaneous expression of learners. It is also a privileged vehicle for the transmission of socio - cultural elements of language.Our hypotheses were tested through a theatrical experience, thanks to it we managed to analyze the peculiarities of the influence of artistic activities on various elements like body, voice and gestures, but also from a relational point of view. This last element allowed us to observe more closely the role of the teacher, the specific pedagogical preparation that implies, the difficulties (choice of the text, preparation of the theater workshop, time management, the limits inherent to this dynamic and the obstacles that it may encounter), the possible evaluation method for such teaching, the taking into account of the learners' involvement capacities
Balabala, Nembenze Désiré. „Encadrement juridique de l'éducation au Congo-Kinsaha (1885-1986) : de l'initiative des missionnaires à la prise en charge par l'État“. Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS306.
Der volle Inhalt der QuelleIf schooling for all is taken for granted in most contemporary societies, it remains nevertheless the result of a slow process of development. Such was the case in the present Democratic Republic of Congo where it evolved over a century. During the colonial period – from the creation of the Congo as a state by the Berlin Conference of 1885 up to its independence proclaimed in 1960 – education, average length 2 years, was entrusted by the government above all to the Belgian Catholic Missions, with the utilitarian objective in mind of forming government employees and workers able to exploit the colony Generally speaking, this objective appears to underlie the Concordat of 1906, the School Regulations of 1924 and the School Reform of 1948. In spite of the impetus to reform given by the Belgian Social Liberal Party after World War II, colonial schools had great difficulty forming an elite in the local population. The consequence was bloody chaos during the first five years of independence. This is to be attributed to the lack of sufficient preparation given to the Congolese people for them to be able to assume political positions of great responsibility. As the model of society inherited from the colonial past became considered an alienation, Maréchal-President Mobutu nationalized the schools in December 1974 in opposition to the Catholic hierarchy. This caused a period of serious unrest finally settled by the signing of an agreement in 1977 granting the handing back of school systems to their former administrators. Then, on 22 September, 1986, an outline-law applying to the national school system was promulgated marked by the need for budgetary austerity brought about by President Mobutu’s disastrous economic politics, his zaïranisation
Bonet, Luc. „L'instituteur Louis Pastre (1863-1927) : le catalan et l'école en Roussillon de 1881 à 1907“. Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00829434.
Der volle Inhalt der QuelleDevillon, Carine. „L'initiation du jeune enfant à la couleur en France et en Corée 1945-2015 : les voies de l'album pédagogique“. Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC011/document.
Der volle Inhalt der QuelleThis study focuses on initiation into color considered as a cultural object, in children’s picture books both in France and Korea. It covers the time period from 1945 to 2015, since we attach great importance to analyzing its evolution process. Our research has a threefold objective: to present our object of study in a historical perspective highlighting the reasons of its emergence in the children’s picture books as well as the factors that contributed to its development; to verify that traditional pedagogical genres are relevant to initiate into this complex learning object; and to highlight the mechanisms developed in these picture books to meet physical, intellectual and cognitive abilities of children discovering color as well as their tastes. Therefore, our study is divided into three parts. In the first part, we present an overview of the school pedagogy dealing with color and its repercussions on the editorial market and the various factors that contributed to the development of picture books initiating into color. In the second part, after having defined the different genres, we study their interaction with color. In the third part, we analyze the picture books’ contents to see what knowledge is transmitted to the children, whether on color itself or on the process of acquisition of this knowledge. The thesis concludes that initiation into color in children’s picture books is marked by cultural evidences, but also invites us to go beyond the mere idea of "evidence", and to consider that not only the colored patterns and symbols, nor even the color spectrum’s division, testify to the cultural permanences. The approach to color pedagogy is indeed cultural in itself, since the desire to develop creativity and to free the learner from constraints in France contrasts with the permanent concern to be as didactic as possible in Korea. Considering this, initiation into color takes on quite another cultural dimension
Mombo, Mvunzi Louis. „Le théâtre comme vision du monde : essai d'interprétation de l'oeuvre dramatique de Norbert Mobyem Mikanza“. Thesis, Montpellier 3, 2010. http://www.theses.fr/2010MON30019/document.
Der volle Inhalt der QuelleThis thesis is a study of the way the author Nobert Mobyem Mikanza considers the world surrounding him and how he conceives the art of theatre. This study falls into three parts. The first one is a historical and panoramic view of the congolese theatre. Its importance consists mainly in situating the part played by the play wright Norbert Mobyem Mikanza and in pointing out the originality of his theatrical work. The second part deals with the study of the form, that is how the plays are set and organized, these elements being the fable, the characters, the actions, the time, and space, the language, all that helps converging theis meaning to the audience. The third part entitled « deeper structures » is an analysis of the dramatic works of Norbert Mobyem Mikanza. His works port rays no thing but a fight, an unegual one, in which social and moral issues come in conflict with antisocial and immoral issues, not anly in the Congolese society but also further in the African society as a whole